Helemaal uitleggen of zelf laten ontdekken? Onderzoek spreekt voor volledig begeleide instructie

Translated title of the contribution: Putting students on the path to learning: The case for fully guided instruction

Paul A. Kirschner, Richard Clark, John Sweller

    Research output: Contribution to journalArticle

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    Abstract

    Disputes about the impact of instructional guidance during teaching have been ongoing for more than a half century.1 On one side of this argument are those who believe that all people—novices and experts alike—learn best when provided with instruction that contains unguided or partly guided segments. This is generally defined as instruction in which learners, rather than being presented with all essential information and asked to practice using it, must discover or construct some or all of the essential information for themselves.2 On the other side are those who believe that ideal learning environments for experts and novices differ: while experts often thrive without much guidance, nearly everyone else thrives when provided with full, explicit instructional guidance (and should not be asked to discover any essential content or skills). A popular article for a professional teacher magazine.
    Translated title of the contributionPutting students on the path to learning: The case for fully guided instruction
    Original languageDutch
    Pages (from-to)14-16
    Number of pages3
    JournalVan 12 tot 18
    Volume2012
    Issue number9
    Publication statusPublished - 1 Nov 2012

    Keywords

    • discovery
    • fully guided instruction

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